NATSPEC Annual Conference Hard times or great expectations? Gill Reay SHMI Birmingham March 2015

The next 40 minutes  An ISC up date  The future of inspection post September 2015  Study programmes  Local areas effectiveness in fulfilling their duties under the new Act. Add presentation title to master slide | 2

Overall effectiveness of further education and skills providers inspected between 1 September 2013 and 31 August 2014

Future of Education Inspection Update

‘Better inspection for all’ consultation Further education and skills Non- association independent schools New Common Inspection Framework (CIF) Short inspections for good providers Two-year-old offer Baseline exercise Direct contracting of inspectors and changes to workforce Maintained schools and academies Early Years Future of inspection | 5

New Common Inspection Framework  for schools, non-association independent schools, further education and skills providers and registered early years providers.  under it – four graded judgements across all remits.  leadership and management;  teaching, learning and assessment;  personal development, behaviour and welfare;  outcomes for children and learners. and greater emphasis on safeguarding and curriculum.  will provide greater clarity, coherence and comparability for users, learners, parents and employers. Future of inspection | 6

‘Better inspection for all’ consultation  Very large response:  4,400 through the online consultation  330 attendees at regional events  115 parents and 180 pupils at focus groups.  Responses highly positive – our proposals supported by all groups.  Short inspection pilots – to test the methodology. Positive feedback. More pilots taking place.  Taking on board – views from the consultation and feedback from the pilots. Future of inspection | 7

Short inspections for good providers Frequent, shorter inspections for good schools, academies and further education and skills providers – approximately every three years.  More proportionate: the right sort of inspections at the right time.  Designed to check if the quality of provision is being sustained, and leaders have the capacity to drive improvement?  Help support rising standards with greater professional dialogue.  Regular reporting to parents, carers, learners and employers.  Identify decline early and give schools and providers opportunity to demonstrate improvement sooner. Future of inspection | 8

Changes to the way we work To prepare for September, we are:  making significant changes in how we source, train, contract and manage all inspectors who deliver schools and FES inspections.  tightening up selection criteria that all inspectors have to meet  developing structures for closer working relationships between:  contracted Ofsted Inspectors (OIs)  Her Majesty’s Inspectors (HMI)  Senior HMI to share knowledge and experience of inspections. Future of inspection | 9

Preparing for inspection – next steps Future of inspection | 10 From March 2015 July/August 2015 September 2015 Recruitment of new OI and HMI where required - Common Inspection Framework published - Supporting handbooks for each remit published - Good practice materials published - National launch events held Further training for all inspectors Inspections under new arrangements start June 2015 February 2015 Consultation response report published Assessed training for contracted Ofsted inspectors

Study programmes

The study programme The underpinning principles of the study programme, which requires that: § all providers of education and training should develop well-designed individual study programmes that offer learners progression to a higher level of study than their prior attainment to meet clear educational and career aspirations.

The study programme § Study programme principles apply to students with learning difficulties and /or disabilities § Programmes should prepare for adulthood and support progression to work or further study § Study programmes apply up to 25 § English and mathematics

The inspection of local areas’ responsibilities for disabled children and young people and those who have special educational needs  Effective identification of need  Effectiveness in meeting needs  Local arrangements to achieve better identification and outcomes  The overall effectiveness of the area in meeting its responsibilities  Inspection arrangements  The overall effectiveness of the area in meeting its responsibilities

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